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All Outputs (147)

Ecolinguistics and the Education of Young People (2023)
Journal Article
Roe, J., Zhu, C., Chau, M. H., Guo, Q., & Jacobs, G. M. (2023). Ecolinguistics and the Education of Young People. LLT Journal: Journal on Language and Language Teaching, 26, 454-468. https://doi.org/10.24071/llt.v26i2.6800

Most ecolinguistic analysis is conducted with texts produced for the general public. This article explores the use of ecolinguistics in the education of young people. The analysis focuses on young people’s media, specifically focusing on films. Two c... Read More about Ecolinguistics and the Education of Young People.

Emotions Matter in Learning: The Development of a Training Package for Teachers in Higher Education (2023)
Journal Article
Irving-Walton, J., Newton, L., & Newton, D. (2023). Emotions Matter in Learning: The Development of a Training Package for Teachers in Higher Education. International journal for talent development and creativity, 11 & 12(1), 179-191

Emotions and the intellect interact and affect the quality of learning significantly, for better or for worse. This is often ignored or seen as irrelevant for teaching practices, A training package for teachers of older students was constructed to... Read More about Emotions Matter in Learning: The Development of a Training Package for Teachers in Higher Education.

Can Teaching Enthusiasm Partially Predict the Reading Attainment of Low-income Students in Secondary Schools in England? (2023)
Presentation / Conference Contribution
Chen, W. (2022, October). Can Teaching Enthusiasm Partially Predict the Reading Attainment of Low-income Students in Secondary Schools in England?. Presented at Imagining Better Education 2022, Durham, United Kingdom

The poverty achievement gap in early reading is a persistent issue in England and around the world, potentially disadvantaging poor students and their further study. This new study employs student-perceived teaching enthusiasm and reading attitudes t... Read More about Can Teaching Enthusiasm Partially Predict the Reading Attainment of Low-income Students in Secondary Schools in England?.

United Kingdom (2023)
Book Chapter
Taylor, S. (2023). United Kingdom. In V. Kumar, S. Taylor, & S. Sharmini (Eds.), Doctoral Examination: Exploring Practice Across the Globe (165-176)

Imagining Better Education: Conference Proceedings 2022 (2023)
Presentation / Conference Contribution
(2022, October). Imagining Better Education: Conference Proceedings 2022. Presented at Imagining Better Education 2022, Durham, United Kingdom

The fourth Imagining Better Education conference held at Durham University provided a valuable forum for early career researchers to engage in constructive exchange and scholarly debate on contemporary educational and social... Read More about Imagining Better Education: Conference Proceedings 2022.

Researching Chinese Students in the UK - the Use of Ethnography in Social Media Studies (2023)
Presentation / Conference Contribution
Zhang, Y. (2022, October). Researching Chinese Students in the UK - the Use of Ethnography in Social Media Studies. Presented at Imagining Better Education 2022, Durham, United Kingdom

The growing prevalence of digital media has led to an increasing number of studies investigating its role in people’s lives. Traditionally, ethnographers go to the fieldsite physically to understand people and their culture. Now, with a large amount... Read More about Researching Chinese Students in the UK - the Use of Ethnography in Social Media Studies.

An exploration of doctoral students’ resilience and coping strategies using Grounded Theory as the analytic lens (2023)
Journal Article
Kokotsaki, D. (2023). An exploration of doctoral students’ resilience and coping strategies using Grounded Theory as the analytic lens. International Journal of Doctoral Studies, 18, 173-198. https://doi.org/10.28945/5137

Aim/Purpose: This study aimed to explore doctoral students’ perceived resilience and the coping strategies they choose to employ to overcome challenging circumstances during their studies. Background: Doctoral students often experience barriers which... Read More about An exploration of doctoral students’ resilience and coping strategies using Grounded Theory as the analytic lens.

Why Didn't the Pre-Arrival Intervention to Combat Maths Anxiety Work? (2023)
Journal Article
Mathias, J., & Staddon, R. V. (2023). Why Didn't the Pre-Arrival Intervention to Combat Maths Anxiety Work?. Journal of the Foundation Year Network, 6, 99-112

There has been a growing demand for advanced quantitative skills in UK workplaces in the last twenty years. In response to this, the foundation programme in this study mandates social science, business and biology students to complete a 30-credit mat... Read More about Why Didn't the Pre-Arrival Intervention to Combat Maths Anxiety Work?.

Widening participation students’ experience and perception of flipped learning statistics compared with traditional teaching in higher education (2023)
Journal Article
Mathias, J., Walczak, I., & Leech, S. (2023). Widening participation students’ experience and perception of flipped learning statistics compared with traditional teaching in higher education. MSOR Connections, 21(2), 4-14. https://doi.org/10.21100/msor.v21i2.1390

This paper presents data from a study comparing student experience and attainment when teaching statistics using Traditional Teaching (TT) and Flipped Learning (FL) approaches on a Foundation level module at a UK university. A survey of students’ exp... Read More about Widening participation students’ experience and perception of flipped learning statistics compared with traditional teaching in higher education.

Students’ attitudes to school music and perceived barriers to GCSE music uptake: a phenomenographic approach (2023)
Journal Article
Kokotsaki, D., & Whitford, H. (2024). Students’ attitudes to school music and perceived barriers to GCSE music uptake: a phenomenographic approach. British Journal of Music Education, 41, 31-50. https://doi.org/10.1017/S0265051723000426

The study aimed to investigate how students in lower secondary schools in England perceive the subject of music in terms of its importance and enjoyment. Following findings from the first survey phase of the project, it specifically sought to shed li... Read More about Students’ attitudes to school music and perceived barriers to GCSE music uptake: a phenomenographic approach.

A Comparative Study Data on Early-Years Education of Children in India and Pakistan, 2020-2021 (2023)
Data
Siddiqui, N., Huo, G., Gorard, S., Dixon, P., See, B., Bulsari, S., & Pandya, K. (2023). A Comparative Study Data on Early-Years Education of Children in India and Pakistan, 2020-2021. [Dataset]

School enrolment of around 80% in India and Pakistan is lower than targets associated with Sustainable Development Goal 4 and functional levels of literacy and numeracy are inadequate even for many young children who are enrolled in school. This proj... Read More about A Comparative Study Data on Early-Years Education of Children in India and Pakistan, 2020-2021.

Making Learning Social, Visible, and Sharable (2023)
Presentation / Conference Contribution
Lin, L. (2023, December). Making Learning Social, Visible, and Sharable. Presented at Hong Kong Learning & Teaching Expo 2023, Hong Kong

What Makes a High-quality Medical Education and Graduate? The Saudi Arabia Labor Market's Perspective (2023)
Book Chapter
AlThukair, D., & Rattray, J. (2023). What Makes a High-quality Medical Education and Graduate? The Saudi Arabia Labor Market's Perspective. In S. T. Saeed, & K. H. Sherwani (Eds.), Quality Assurance in Higher Education in the Middle East: Practices and Perspectives (67-83). Emerald. https://doi.org/10.1108/s2055-364120230000054004

In Saudi Arabia, quality management receives a significant amount of attention in higher education. In medical education, specifically, Saudi colleges have been fully engaged with quality assurance and accreditation since 1992, under the supervision... Read More about What Makes a High-quality Medical Education and Graduate? The Saudi Arabia Labor Market's Perspective.

Special issue: Gender equality and education (2023)
Journal Article
Daniel, J., & Siddiqui, N. (2023). Special issue: Gender equality and education. Review of Education, 11(3), Article e3456. https://doi.org/10.1002/rev3.3456

This special issue presents a compilation of scholarly articles on gender equality in education. This issue is particularly timely, aligning with the United Nations' Sustainable Development Goal 5, which emphasises the importance of achieving gender... Read More about Special issue: Gender equality and education.

Nastiness in Groups (2023)
Journal Article
Bauer, M., Cahlíková, J., Celik Katreniak, D., Chytilová, J., Cingl, L., & Želinský, T. (2023). Nastiness in Groups. Journal of the European Economic Association, 2023, Article jvad072. https://doi.org/10.1093/jeea/jvad072

This paper provides evidence showing that people are more prone to engage in nasty behavior, malevolently causing financial harm to other people at own costs, when they make decisions in a group context rather than when making choices individually on... Read More about Nastiness in Groups.

Migration and Education in the media: a discourse analysis of the press in France and England (2023)
Book Chapter
Welply, O. (2023). Migration and Education in the media: a discourse analysis of the press in France and England. In H. Pinson, N. Bunar, & D. Devine (Eds.), Research Handbook on Migration and Education (434-448). Edward Elgar Publishing. https://doi.org/10.4337/9781839106361.00039

This chapter critically examines the framing of migration and education in France and England in public discourse, in policy and media. Historically presented as “pole opposites” in terms of their philosophies of integration, France and England in fa... Read More about Migration and Education in the media: a discourse analysis of the press in France and England.